LESSON I: THE REAL NUMBER SYSTEM

LESSON 1: THE HIERARCHY OF NUMBERS

1.1. The Set of Natural Numbers / The Set of Counting Numbers

- Numbers that we used in counting. In symbols,

N = {1, 2, 3, 4, 5, ...}

1.2. The Set of Whole Numbers – The Set of Counting Numbers and 0 will comprise the
Set of Whole Numbers. In symbols,

W = { 0, 1, 2, 3, 4, 5, ... }

1.3. The Set of Rational Numbers – Numbers that can be expressed into a/b, or the
common fractions, including all terminating decimals, and repeating- non
terminating decimals . In symbols,

Q = {1/2, 1/3, ¼, 0.5, 0.33333, 0.25 , ...}

1.4. The Set of Irrational Numbers – are numbers that cannot be expressed in the form of
a/b. This includes all nonrepeating and non terminating decimals denoted by,

Q’ = { 2 , π, 1/ 2, ...}

1.5. The Set of Integers – A number is an integer if its absolute value is a whole number.
In symbols,
Z = { ..., -3, -2, -1, 0, 1, 2, 3, ...}

Note: “Fractions are not considered as integers.”

LESSON 2: OPERATIONS ON INTEGERS

2.1. ADDITION OF INTEGERS

Every integer can be represented by the length of a directed line segment.
The sum of two integers a and b, that is, a + b can be obtained by the following steps:

1. Find two directed line segments that correspond to a and b respectively.

 2. Place the tail of the directed line segment corresponding to a at the origin.
3. Place the tail of the directed line segment that corresponds to b at the head of the first
directed line segment.
4. The sum, a + b is represented by the directed line segment whose tail is at the origin and
whose tail is at the origin and whose head is at the head of the second directed line
segment.
Examples:
1. Use the number line to find the sum (+3) + (+5).

Solution: +3 +5

-- 5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13
2. Find the sum (-3) + (-6).

Solution: -6 -3

-10 -9 -8 -7 -6 - 5 -4 -3 -2 -1 0 1 2 3 4 5
3. Find the sum : 4 + (-3)
-3
Solution:
4

-10 -9 -8 -7 -6 - 5 -4 -3 -2 -1 0 1 2 3 4 5
The head of the second directed line segment is at 1, so
4 + (-3) = 1.
The method of addition shown in the previous examples is called Vector Addition where the
directed line segments are the vectors. Vector Addition is clearly defined in the four-step procedures
at the very start of the discussion.
However, we can perform addition of integers without resorting to vector addition all the time.
We can make use of the following rules in adding integers.
To Add Integers with:
Like Signs: Add the absolute values and retain the common sign.
Unlike Signs: Subtract the absolute values and get the sign of the
number with the greatest absolute value.

Illustrative Examples:
1.) Compute:
a. 10 + 8 =
b. -10 + -8 =
Solution 1:
a. 10 + 8 = 18 If we add integers with the same signs,
we
b. -10 + -8 = -18 add the integers as we did in adding whole numbers
then we copy the common sign.
Solution 2:
a. 10 + 8
Since 10>0 and 8>0, then 10 + 8 = 10 + 8
= 10 + 8
= 18

b. -10 + -8
Since -10<0 and -8<0, then -10 + -8 = - - 10 + -8
= - (10 + 8)
= - 18
2. Compute:
a. 17 + - 5 = To add integers with unlike signs, we
b. -6 + 12 = subtract the integers and we follow the sign of the
integer who has the largest absolute value.

Solution 1:
a. 17 + -5 = 12
b. – 6 + 3 = - 3

Solution 2:

a. 17 + -5 = 17 - - 5
= 17 – 5
= 12

b. – 6 + 3 = - 6 – 3
= - 3
= -3

Practice Exercises:

A. Use vector addition to solve the following. Show your solution.

1. 5 + -2 6. 13 + -7
2. -8 + 6 7. 3 + 9
3. -4 + -5 8. – 1 + 5
4. 11 + -6 9. 6 + - 15
5. – 20 + 18 10. -9 + -2

B. Add the following using the rule.

1. (+2) + (+7) = 6. ( -13) + (+7) =

2. (- 3) + (- 3) = 7. (20) + (-18) =
3. (- 1) + (- 8) = 8. (35) + (-35) =
4. (-5) + (+5) = 9. (+3) + (-10) =
5. (-7) + (0) = 10. (-21) +(7) =

2.2. SUBTRACTION OF INTEGERS

In the set of whole numbers, subtraction was defined as the inverse operation of
subtraction. The same definition can be extended to subtraction of integers. Let us consider the
following sentences below.
 5–4=1 is the same as 5 + (- 4) = 1
5 – (-4) =9 is the same as 5+4 =9
-5 – (-4) = -1 is the same as -5 + 4 = - 1
-5–4=-9 is the same as -5 + -4 = -9

A simple rule can be used to subtract integers, consider the examples below:

a.) 12 – (+8) = 12 + (-8) = 4 (subtrahend)

b.) – 19 – (+4) = -19 + -4 = - 23

c.) 20 – (-5) = 25 (subtrahend)

(subtrahend)
To subtract integers, first change the sign of the subtrahend and proceed to addition.

2.3. MULTIPLICATION OF INTEGERS

Rule of signs:
(+)(+) = +
(-)(-) = +
(+)(-) = -
(-)(+) = -

If we multiply integers with the same signs, the product is positive, and to multiply integers
with unlike signs, the product is negative.

Examples:

1. (+8) (+7) = 56
2. (-6)(-5) = 30
3. (+ 3)(-9) = -27
4. (-4)(+8) = - 32
5. (-1)(-1)(-2)(-3)(+3)(+1) = +18 if the number of negative factors is even, the
product is positive.

6. (+4)(+1)(-3)(-1)(-1) = - 12 if the number of negative factors is odd, the product

is negative.

7. −14 = -1 the base -1 is not enclosed in the parentheses, so it is not covered by the
exponent 4, thus, the product is negative

8. (−1)4 = +1 the base (-1) is enclosed by the parentheses, it is covered by the

exponent 4, thus, the product is positive.

9. (−1)5 = -1 negative base, raised to an odd exponent yields a negative

product.

10. (−1)100 = +1 negative base, raised to an even exponent will give a positive
product.
2.4 DIVISION OF INTEGERS
Examples:
+24
a.) +3 = +8

−24
b.) = +3
−8

+24
c.) −8
= -3

−24
d.) = -8
+3

To divide integers with the same signs, the quotient is positive and to divide integers
with unlike signs, will give a negative quotient.

Lesson 3: OPERATIONS ON FRACTIONS AND MIXED NUMBERS

I. Addition and Subtraction of fractions and mixed numbers.

Examples:
𝟐 𝟒 𝟔 𝟐
1. + = or To add or subtract fractions with the same
𝟗 𝟗 𝟗 𝟑
denominators, we add or subtract the numerators directly and we copy the common
denominator. Simplify the final answer to its lowest term if possible.
𝟓 𝟕 12
2. + 𝟏𝟐 = 12 or 1
𝟏𝟐

𝟏𝟓 𝟏𝟐 𝟑
3. - 𝟏𝟕 = 𝟏𝟕
𝟏𝟕

3 4 1
4. -5=-5
5

7 3 7+6 13 5
5. 8
+4= 8
= 8
or 18 To add or subtract fractions with different
denominators, look first the Least Common Denominator(LCD) of the fractions or
simply the least common multiple of the denominators.
8 2 8−6 2
6. 15
-5 = 15
= 15

6 6
7. 9 + 2 7 = 117 To add a whole number and a mixed number, we add the whole
number parts and copy the fraction part.
3 5 9+5 14 2
8. 47 +621 = 10 21 or 10 21 or 103
5 6 5 1
9. 8 - 36 = 76 - 36 = 46
10 10
10. 18 11 - 15 = 311
Exercises: Perform the indicated operation and simplify your answer to its
lowest possible form.
A.
5 7
1. + 12 =
12

11 5
2. 2. - =
30 30

1 5 1
3. + 12 + 2 =
8

3 1 1
4. - 10 - 5 =
4

1 2
5. 115 + 95 =

5 3
6. 188 - 48 =

4
7. 20 – 13 7 =

9
8. 12 - 8=
10

3
9. 58 + 16 =

9
10. 12 + 1813 =

2 4
11. 307 - 145 =

5 3 3
12. 716 + 28 + 64 =

1 1 1
13. 102 - 23 - 16 =

5 1 5
14. ( 4 + 6 ) - 2 =
6 3 6

4 3 1
15. 165 - ( 88 + 110 ) =

A. Solve the following problems. Show your complete solution.

1. Mother spends 3/8 of the family’s monthly income for food, ¼ for rent, 1/8 for the
allowances of the children, and saves the rest. What part of the income does she save a
month?

2. On her way to school, Kristine travels 1 ¾ km by tricycle and another 5 2/3 km by jeepney.
How far does she travel from home to school?
 3. A pipe has an outer radius of 4 1/3 cm. If the pipe is ¼ cm thick, what is the inner diameter
of the pipe?

4. Christy bought 1 ½ meters of lace. If she used 5/8 meter for the blouse and 5/6 m for the
skirt, how much lace was left?

5. A board is 10 feet long. If 2 pieces of lengths 2 ¾ ft and 4 1/3 ft are cut off, what is the
length of the remaining piece?

LESSON 4: EXPONENTS

An exponent is a symbol written above the base. In the expression 𝑎𝑛 , a is the base and n
is the exponent. The exponent n tells us how many times we use the base a as factors, thus;
𝑎𝑛 = a x a x a, ..., n factors of a ; 23 = 2x2x2 = 8 ; 34 = 3x3x3x3 = 81 ; 43 = 4x4x4 = 64.
Practice Exercises:
A. Write each product using an exponent.
1.) 5 x 5 x 5 x 5 =
2.) 6 x 6 =
3.) 10 x 10 x 10 =
4.) 2 to fifth power =
5.) 7 cubed =

B. Write each number in factored form.

1.) 64 =

2.) 32 x 53 =

3.) 34 x 42 =

4.) 23 x 32 =

5.) 45 x 34 x 53 =

C. Give the value of each of the following.

1.) 26 =

2.) 44 =

3.) 72 =

4.) 54 =

5.) 202 =

6.) 06 =

7.) 104 =

8.) 112 + 53 + 34 =

9.) 72 + 63 + 52 =
 10.) 122 + 93 - 44 =

D. Perform the indicated operation

1. (𝟐𝟒 )(𝟐𝟑 ) 2. (𝟐𝟒 )(𝟐𝟑 )
3. (𝟒𝟒 )𝟐 4. (44 )2

LESSON 5: ORDER OF OPERATIONS (The GEMDAS Rule)

Many of the learners get confused on what operation should they perform first especially if
the four basic operations are present in the expression. To avoid such confusion, we shall agree
on the following rules for order of operations.
1.) Evaluate powers first.
2.) Perform operations within grouping symbols, such as parentheses ( ), brackets
[ ], or braces { } starting with the innermost grouping symbols.
3.) Moving from left to right, perform any multiplications or divisions in the order they occur.
4.) Moving from left to right, perform any additions or subtractions in the order they occur.

Examples:

1.) Evaluate 4 x 6 ÷ 23 - 1 + 4 x 8 = 4x 6 ÷ 8 – 1 + 4 x 8
= 24 ÷ 8 – 1 + 32
= 3 – 1 + 32
= 2 +32
= 34

2.) Evaluate (7 – 2 ) x 4 – (8 + 6) ÷ 2 = 5 x 4 – 14 ÷ 2
= 20 – 14 ÷ 2
= 20 – 7
=13

3.) Evaluate 18 ÷ 2 x 4 – 5(4 + 16÷ 8) = 9x4 – 5(4 +2)

= 36 – 5(6)
= 36 – 30
=6
4.) Evaluate 22 – [8 + (6+12 ÷ 3 )] = 22 – [8 + (6 + 4)]
= 22 – [8 + 10]
= 22 – 18
=4
2 2
5.) Evaluate 8 ÷ 2 x 2 + 4 ÷ 4 x 2 = 8 ÷ 2 x 4 + 16 ÷ 4 x 2

=4x4+4x2
= 16 + 8
= 24